“The question is not whether we can afford to invest in every child; it is whether we can afford not to”. Marian Wright Edelman

Chapter 13 – Best Practices in Writing Assessment:  I found this chapter interesting.  The concept of writing to learn is phenomenal.  In 3rd grade just getting the students in the mind set of…. reading to learn is challenging in itself.  But having them….writing to learn is even more interesting.  Yet,  I can see how if whatever they are doing, researching, and/or writing about is real to them…then yes I can see how their final product could be an assessment for the teacher; parent; and student.  Scaffolding on the teacher’s part is a continuing process. 

Contrasts in Writing-Based Learning – When the student’s learning becomes automatic and evident in their writing, then I agree with the author that the teacher shouldn’t have to grade each and every piece of the student’s work.   Like I stated earlier, scaffolding on the teacher’s part is a continuing process.  The situation which was given in the book referencing a 3rd grade student who wasn’t that keen on reading; he had poor decoding skills, weak vocabulary, and limited comprehension skills.  Well it turned out that the books which were available to him to read just wasn’t interesting to him. Therefore, he wasn’t reading.  Once he was asked about a professional NBA team, he perked right up with enthusiasm, he was able to elaborate, and use details as well.  I have a similar 3rd grader in my class, except in turns out that the reason he appeared to have poor decoding skills, weak vocabulary, limited comprehension skills and a non interest in reading is because I just find out that he is almost deaf in his left ear and losing hearing in his right.  Well to make a long story short.  He is now being fitted for a FM device and hearing aides.  In the classroom I am mindful where I stand and speak.  I make sure he can see my lips and there is always a student on the right side of him, and in front of him.  Now that I’ve put these strategies in place in my classroom.  He is much more attentative and he chooses to participate in classroom readings and discussions. 

chpt3-best-practices.doc  This link will take you to my thoughts, and reflections about Chapter 3.

I liked the way the author, Reese, developed a lesson plan (if you will) on story development using picture-books.  She and her students definitely reached their objectives. 

• For students to develop a sense of story ~ I think she accomplished this task by first introducing wordless books to her whole class.  By having the students as a whole group state, and agree on a complete sentence, then the teacher write the sentence down and stick it to the story is great.  This gives all students, especially the ones who would normally not participate, the opportunity to actively participate in a nonthreatening setting.  Then repeating this process with several books definitely gave all the students a chance to become comfortable with developing stories.
• To use higher level thinking skills ~ The students had the opportunity to show what they knew when they were paired up.  Having teams of skilled readers and spellers with less skilled readers and spellers is ideal.  Because students are working with wordless books, I feel that this levels the playing fields for all students; therefore the less skilled students wouldn’t feel threatened by the textbook, nor by their partner….now all students get to share in the input of the stories.  Having the students make the list of what good writers do and how to write good sentences is wonderful.  Since they have already experienced success with the teacher, when they were in whole group, now the list has become their own; so making the decision to use it will be theirs…not because the teacher told them to. 
• To develop their writing skills ~ Now that students have worked with the teacher, in a whole group setting, and worked with a partner….they are now ready and very well capable to develop their writing skills independently.    Since they have had lots of hands on training, they are ready, and they know to look though the entire book and think about the story; use sticky notes to help them brainstorm ideas and tie their words with the pictures; reread their story to make sure it makes sense, and no errors; then turn it in to the teacher. 

I really like this format Reese has laid out.  So combining her format with the previous article I just read…Wordless books, by Cassady.   I can’t wait to explore all the possibilities and try it with my students.   

WOW!! I thoroughly enjoyed reading this article about wordless books.  I enjoyed it so much that I emailed it to the principal and all the teachers in my school.  Hopefully they will share in my enthusiasm and implement some of the worthwhile ideas. 

Let’s face it…regardless of what grade level, group, or age of children you teach…they all struggle with either reading and/or writing.   Or, they have some sort difficulty recognizing the plot, characters, and/or setting.  The concept of wordless books, was not invented yesterday, and we all know that.  But you’ve got to appreciate it when educators show you growth, excitement to read and want to write, express themselves in a variety of ways, the ability to use elaborate details,  proofreading, editing, and wanting to share their work…their words!!!!  The list could go on and on.  In a nut shell, I’m excited about the possibilities of exploring wordless books with my 3rd graders as an end of year activity.  I see the possibility of learning as being endless…for me and for them.